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Developing and Evaluating Student Score Reports for Cognitive Diagnostic Assessment

  • Author / Creator
    Roberts, Mary Patrice R.
  • Score reporting serves a critical function as the interface between the test developer and a diverse audience of test users. The basic requirements for score reporting are clearly identified within the Standards for Educational and Psychological Testing (1999). However, the methods to achieve these standards are not. There lies an implicit assumption that results are reported in a useful manner to educational stakeholders to enable their use for communicating student performance, but there has been a paucity of research in this area to confirm or disconfirm this assumption. Effective reporting of diagnostic results requires a multi-disciplinary effort and input from all target audiences. In this study, a framework was created to structure an approach for developing score reports for cognitive diagnostic assessments. Guidelines for reporting and presenting diagnostic scores were based on a review of current educational test score reporting practices and literature from the area of information design. Then, core members of Alberta Education’s Cognitive Diagnostic Mathematics Assessments team applied the reporting framework to create three score reporting templates in the context of a Grade 3 diagnostic mathematics assessment. The templates were then evaluated by teachers on the dimensions of: (1) content and format, (2) understanding and interpretation, and (3) uses of and preferences for information. Results of this study revealed that all three reporting templates provided the teachers with information consistent with what was expected from a diagnostic assessment. Teachers did not have difficulties understanding and interpreting information within the report. However, suggestions were made to improve visual organization and clarity of wording. Primary uses identified for reported information include communicating learning to parents and students, informing instructional planning, evaluating student learning, and incorporating results in summative reporting. To facilitate use of results, paper-based, classroom-level reports with an accompanying website should be considered. Limitations of the study and recommendations for future research are also discussed.

  • Subjects / Keywords
  • Graduation date
    2012-11
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/R3BG96
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Doctoral
  • Department
    • Department of Educational Psychology
  • Specialization
    • Measurement, Evaluation, and Cognition
  • Supervisor / co-supervisor and their department(s)
    • Gierl, Mark J. (Educational Psychology)
  • Examining committee members and their departments
    • Cui, Ying (Educational Psychology)
    • Simmt, Elaine (Secondary Education)
    • Poth, Cheryl (Educational Psychology)
    • Buck, George (Educational Psychology)
    • Willse, John (University of North Carolina at Greensboro)